Social Emotional Development

2223 Words 9 Pages
Social-Emotional Development and Challenging Behavior

As the first child outcome of Office of Special Education (OSEP) states, ̋ positive social-emotional skills ̋ have a great impact on child’s attachment with his/her family and therefore it provides opportunities for learning (Raver & Childress, 2015). Also, OSEP outcome includes child’s expression of feelings and emotions, his/ her response to social rules as well as social interaction (Raver & Childress, 2015). Rosetti (1996), supported that during the first years of a child’s life, ̋ social communicative development ̋ that involves interaction and expression of feelings plays a crucial role to the development and enhancement of children’s communication skills (as cited in
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To promote children’s emotional development it is important to keep in mind some strategies that could be used from parents or caregivers. First, parents should pay attention to their own behaviors and feelings as well as try to remain calm or have a break when they feel angry and overwhelmed; children consider their parents as role models, so negative behaviors have impact on their conduct, too (CSEFEL, Module 1, n.d.). Another suggestion to expand children’s awareness of emotions and feelings is to label emotion that expressed by toddlers and help them find ways to regulate their feelings (CSEFEL, Module 2, n.d.). With older children, parents could talk about feelings and/or use questions about to see how the child responds. Moreover, it is important for children to help them resolve conflicts and show positive feelings, without criticizing the one or the other side. (CSEFEL, Module 2, n.d.). Last, (CSEFEL, Module 2, n.d.) suggest the use of books, music, finger plays that promote the expression of emotions as well as puppetry and social stories that help children identify emotions and develop problem-solving …show more content…
Parents and caregivers should remember that tantrums have a communicative function as when a child has a meltdown, he/she is not able to regulate feelings and calm down (ʺUnderstanding your child’s behaviorʺ, n.d.). A strategy that might be useful in this case is to remain calm and to restate and reflect the child’s emotions (ʺUnderstanding your child’s behaviorʺ, n.d.). CSEFEL (Module 6, n.d.) provides also a wide range of suggestions to limit toddlers’ negative behaviors. To begin with, parents and caregivers should try to understand what the meaning of child’s behavior is. Raver and Childress (2015) use the term ʺfunction-basedʺ to emphasize on the factors that motivated children to display challenging behaviors (p.123). Therefore, we should examine what happened before the behavior, what the child did, and what happened after. Using prevention strategies to try to keep challenging behavior from happening or teaching toddlers different ways to communicate has proved effective (CSEFEL, Module 6, n.d.). Concerning activities, we might need to simplify the task or make it more entertaining to enhance children’s engagement, decrease distractions, and make children feel

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